Continuous Professional Development Of Teachers Research Articles

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.

Evaluation of the digital teacher professional development TARGET-tool for optimizing the motivational climate in secondary school physical education

AbstractGiven the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET-tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured interviews and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improvements were identified to further optimize the perceived usability, such as simplifying complex features, providing additional support and resources, and improving (data) presentations. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.

Differences in the Implementation of Physical Education (PE) Learning Management Based on Years of Work: Analysis of Differences in the Quality of Quality Assurance Culture

Abstract. This research aims to determine the implementation of Physical Education (PE) learning management related to 21st-century skills based on the service length of PE teachers in various schools with different quality assurance cultures. The sample in this study was secondary school PE teachers in Southeast Sulawesi Province, Indonesia. This research employed descriptive statistics and inferential factorial one-way Anova to analyze the data. One-way Anova test results in Sig. 0.009 < 0.05 means a significant difference in the average of the three PE learning outcomes between teachers with work periods of 1-7, 8-15, and 16 years or more. Firstly, the Tukey post hoc test Sig value is 0.024 < 0.05, meaning there is a difference in PE learning outcomes between 1-7 and 8-15 years of service. Testing the two Sig values ​​is 0.983 > 0.05, meaning there is no difference in PE learning outcomes for working years 1-7 and 16 years and above. Test the three Sig values. 0.016 < 0.05, so there is a difference in PE learning outcomes between 8-15 and 16 years of service. This research concludes a significant difference in the average PE learning achievement between teachers with tenure of 1-7, 8-15, and 16 years or over. Thus, it can be concluded that the service length of PE teachers influences the effectiveness of implementing learning management containing 21st-century skills. Teaching experience plays a role in implementing teaching methods and techniques that suit the demands of 21st-century skills, including critical thinking, collaboration, communication, and creativity. This underlines the importance of continuous professional development for teachers, especially in improving teaching skills relevant to the student's needs in the current era of the 21st century. The results of this research can assist policymakers, school administrators, and teachers in designing and implementing more effective PE programs in classroom conditions and prioritizing needs according to the conditions of each school.

Factors influencing the academic performance in araling panlipunan of junior high school students of Capual National High School, MBHTE-Sulu

This study aimed to investigate the extent of the factors influencing the academic performance in Araling Panlipunan of junior high school students at Capual National High School. It employed a descriptive-explanatory research design with one hundred (n=100) junior high school students at Capual National High School, Ministry of Basic Higher and Technical Education (MBHTE) – Sulu taken through purposive sampling method. Findings indicated that high school students recognized the school administration, teacher’s competency, and their own learning styles as significant factors that contribute to their academic performance. Correlation analysis revealed that subcategories subsume under the extent of the factors influencing the academic performance in Araling Panlipunan reveals that there was a significant correlation between School Management and Teacher’s Competency, School Management and Student’s Learning Styles, and Teacher’s Competency and Student’s Learning Styles. The study suggested that the MBHTE – Sulu may provide continuous professional development for teachers to enhance their competency, which is directly linked to student performance. School Administrators may consider implementing adaptive educational strategies that cater to the diverse learning styles of students. This could involve integrating technology in classrooms or providing training for teachers on differentiated instruction techniques. Teachers may utilize a variety of teaching methods to address the different learning styles of students.

Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation

ABSTRACT The internationalisation of higher education has resulted in the spread of English-medium education (EME) across the world. This new educational paradigm comes with a number of challenges, one of them being the need to create specific continuous professional development (CPD) for teachers involved in it. Despite this compelling need, existing research accounting for examples of teacher education in EME is scarce. To reduce this dearth, the present study seeks to showcase a research-based peer observation EME teacher education initiative as a potential inspiration for the design and implementation of similar programmes worldwide. A thematic analysis of its participants’ feedback has revealed that, in addition to addressing linguistic and pedagogical competences, multilingual and identity issues are of the highest concern. Likewise, reflection and collaboration are highlighted are key elements for effective teacher education programmes.

SCIENTIFIC AND METHODOLOGICAL SUPPORT FOR THE DEVELOPMENT OF INCLUSIVE COMPETENCE OF VOCATIONAL EDUCATION SPECIALISTS UNDER MARTIAL LAW

The article presents the results of modeling the system of inclusive competence development of specialists in professional and technical education and practical aspects of the implementation of this model in the digital educational ecosystem of the Bila Tserkva Institute of Continuous Professional Education. In particular, the following aspects are highlighted: the content of specialist training for inclusive education of students with special educational needs in the course (attestation) period; the features of scientific methodical support of continuous professional development of teachers in the inter-course (inter-test) period; the possibilities of using the resources of the digital educational ecosystem of the Bila Tserkva Institute of Continuous Professional Education to study and spread the best educational practices of organizing inclusive education for students with special educational needs. Key words: competence, inclusive competence, inclusive education, education seekers with special educational needs.

The Professional Development Needs of Hospital Teachers in Ireland: An Exploratory Case Study

In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven hospital schools employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teacher continuous professional development are limited. This qualitative research study examined Irish hospital teachers’ perceptions of their continuing professional development needs using a case study approach. The research captured the perspectives of 19 teachers currently teaching in seven hospital schools in Ireland. Data consisted of responses to an anonymous online questionnaire and two focus groups designed to examine and interpret the questionnaire data. Thematic analysis was conducted on all data collected. The findings revealed that Irish hospital teachers have a clear shared perception of the professional development needs both for newly hired and currently practising hospital teachers. Hospital schools are a very small, but a very important component of education in Ireland, and the professional needs identified are specific to this unique context. Teachers working in this context must be supported so that they can provide the education that the pupils, who must access this service, deserve.

Modern technologies in the development of higher education teachers’ professional competence

The relevance of the research. The current stage of the historical development of the world community is characterized by the acceleration of scientific, technical and social progress, the large-scale dissemination of new ideas and technologies. Therefore, the reproduction of knowledge carriedout on an innovative basis is relevant and has an increasing impact on the rate of economic growth. The problem statement. The modern education system is gradually beginning to fully use theresources of the competency-based approach. In vocational education this approach is the conceptual basis for the implementation of an innovation system. The problem of the research is to identify the features of the formation of professional competence of higher education teachers. The purpose of the article is to substantiate modern technologies for developing the professional competence of vocational education teachers to increase their readiness to train future specialists on innovative principles. The research methods used are theoretical analysis of scientific literature on the research problem; study of regulatory documents in the field of education; analysis and synthesis; systematization and generalization; survey. The results and key conclusions. The need for continuous professional development of teachers based on innovative principles and updating of the problem under consideration has been identified. The use of modern pedagogical technologies of distance learning, project-based learning and production technologies for the formation of professional competence of higher education teachers, as well as modern forms of training future qualified specialists, have been justified.

Assessing the effectiveness of remedial strategies on senior one student's academic performance in mathematics and sciences

The study's primary objective was to evaluate the effectiveness of remedial strategies in enhancing the academic performance of senior one-level students in mathematics and sciences. Employing a qualitative approach, the research utilized a six-month observation period to assess the impact of remedial strategies implemented by twelve experienced mathematics and sciences teachers across three selected schools. The study focused on ensuring the validity and reliability of the evaluation methods, obtaining informed consent, and maintaining participant confidentiality. The observed remedial strategies included individualized instruction, small group tutoring, technology integration, hands-on learning activities, formative assessment and feedback, peer collaboration, parental involvement, and extended learning opportunities. The findings revealed that these strategies were pivotal in addressing students' various needs and raising a supportive learning environment conducive to academic success. Notably, there was a strong correlation between the successful implementation of remedial strategies and improved academic performance among senior one-level students in mathematics and sciences. The study recommended developing and implementing personalized learning plans for these students, emphasizing the importance of continuous professional development for teachers to optimize the utilization of identified remedial strategies.

ROLE OF ENVIRONMENT & INSTRUCTIONAL STRATEGIES IN PROMOTING ENGLISH LANGUAGE SKILLS OF HIGH SCHOOL STUDENTS

The study was conducted to examine the role of environment & instructional strategies in enhancing the English language skills i.e., reading, listening, writing and speaking skills among students in higher secondary schools in the Southern Districts of Khyber Pakhtunkhwa, Pakistan. The population of this qualitative study constitutes both male and female principals of public sector higher secondary schools. A total of 32 principals, consisting of two males and two females from each district, were selected through convenient sampling technique for in-depth interviews. A semi-structured interview was conducted to explore effect of environment and instructional strategies that influence English language skills. The study reveals that environment is loud and overcrowded and outdated teaching methods are used in public sector schools. Study concludes that a supportive environment and relevant instructional strategies are vital to enhancing students' language skills. The study stresses the need to foster a culture of ongoing improvement in English books, ensuring sustained continuous professional development of teachers’ English language education. Interview results were abridged as narrative summary.

Exploring the Challenges and Strategies for Enhancing Biotechnology Instruction in a Modularized Context at University of Rwanda-College of Science and Technology

The globalization of higher education, spearheaded by initiatives like the Bologna Process, has transformed traditional teaching methods, fostering collaboration and interconnectedness among institutions globally. This transformation is evident in Rwanda's higher learning sector, where teaching and learning paradigms have evolved in line with Bologna Process principles. This study delves into the challenges faced by students and lecturers in teaching and learning biotechnology within this framework, and proposes enhancement strategies. Utilising a mixed-method approach, the study examines responses from 111 participants from the University of Rwanda-College of Science and Technology (UR-CST). Data collection involved questionnaires analysed using SPSS, supplemented by insights from focus group interviews and classroom observations. Key findings reveal hurdles that include inadequate facilities, limited connectivity, and weak coordination between academic and administrative bodies. Large class sizes and a lack of awareness regarding diverse learning styles exacerbate challenges. Additionally, time constraints and infrequent assessments hinder effective teaching and learning. To address these issues, the study suggests solutions such as continuous professional development for teachers, optimised time management, and improved laboratory facilities with dedicated personnel. These recommendations aim to enhance the effectiveness of teaching and learning in biotechnology, ensuring students receive quality education despite prevailing challenges.

Institutional Practices Towards the Continuous Professional Development of Primary School Teachers

This study explores the role of school academic coordinators and their strategies in continuous professional development (CPD) for teachers. This qualitative research adopts a case study approach to gain deep insights into academic coordinators' strategies and challenges regarding effective CPD. Data for this study is collected through semi-structured online interviews from N=09 primary school coordinators from different campuses of private schools in Karachi using criterion sampling techniques. Thematic analysis was carried out from the transcription to find the themes. The study results revealed that barriers to effective implementation include a lack of interest, insufficient resources, and lack of technical skills among trainers. The findings underscore the importance of effective CPD and its implementation, highlighting challenges and suggesting strategies such as regular pre-job and during-the-job systematically interactive CPD training sessions. This study provides a deep understanding of the CPD model for curriculum developers, school coordinators, school teachers, and school management to elevate the standard of education in their schools by adopting a practical CPD approach.

Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland: Factors Effecting Intent in the Transition to Upper Secondary School

While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland’s youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students’ intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area.

Close to practice research as a means of rethinking elements of student–teacher's classroom practice

AbstractThis article explores a form of classroom inquiry linked to postgraduate primary student–teachers’ education, whilst on practicum in England. The inquiry model is congruent with Stenhouse's’ notions of ‘teachers as researchers’ undertaking ‘systematic’ inquiry in a ‘naturalistic’ environment. Feldman further develops Stenhouse's conception into a definition of action research, where teachers come to a better understanding of their practice. The inquiry bases itself on the central tenants of close to practice (CtP), which is defined as research that: focuses on issues defined by practitioners as relevant to their practice and involves collaboration between people whose main expertise is research, practice, or both. As teacher educators, we evaluated the potential of CtP inquiry, by undertaking a critical discourse analysis (CDA) of sixteen student–teacher research reports. CDA revealed that several socio‐cognitive processes took place as a result of, student–teachers engaging in CtP research, including explorations of identity, beliefs and values and negotiation of power relationships and structures. Further analysis provided insights into Stenhouses' conceptualisation, firstly, how student–teachers committed to developing their understanding of the curriculum with respect to teaching design. Secondly, the findings resonate with student–teachers rejecting acting as ‘docile agents’ within existing structures and developing ‘pathways to emancipation and autonomy’. Thirdly, testimony revealed that student–teachers valued this mode of learning and developed critical attitudes to educational research. This study has clear implications for the design of initial teacher education programs and the continued professional development of teachers in England and potentially further afield.

Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic

This study intends to explore the challenges and opportunities in inclusive education using Information and Technologies (ICTs) during the COVID-19 pandemic from the perspective of teachers based in the Canary Islands. It focuses on the digital division and the implications involved while examining the impact of health on students with special needs (SEN) and Specific Educational Support Needs (SENS). For this research, a validated questionnaire was used to assess educators’ perceptions and attitudes toward the use of ICT in inclusive education practices. It reveals insights into the need for enhanced ICT training, age and gender disparities perceived in ICT proficiency, and the essential role of continuous professional development for teachers. The study highlights the importance of developing inclusive and comprehensive training strategies, as well as the need for educational institutions to provide effective digital resources and platforms. The findings show that students perceive both their ICT skills and the effectiveness of remote teaching methods as moderate, thus emphasizing the necessity for strategic interventions and collaborative efforts to enhance digital competencies in this educational sector.

Social perception on the integration of children with special educational needs in mainstream education

The inclusion of students with Special Educational Needs (SEN) within the general education system is a complex and persistent issue, considering that although educational policies and national legislation affirm support for the principle of inclusion, it is often implemented only at a declarative level. In the theoretical part, the evolution and progress of inclusive education at the international level was addressed, emphasizing the significant contribution of the United Nations Organization and various international conferences in promoting the individual rights of people with special needs. Another aspect considered the integration of students with special educational needs into the mainstream educational system, highlighting the crucial role and support offered to them. It is also emphasized the importance of the continuous professional development of teachers and the active involvement of parents in the educational process, as central pillars in the promotion of effective inclusive education. The methodology applied in the study regarding the integration of students with SEN in the Romanian educational system has as its main objectives the identification and analysis of teachers' perceptions and attitudes towards the integration process, the differences found between teaching staff from urban and rural environments, as well as examining the correlation between teachers' optimism and their perspectives on inclusion. Another important goal of the research is to identify barriers to the effective implementation of current and future public policies related to inclusive education. The research instruments used include an original questionnaire, entitled „Teachers' Beliefs and Attitudes about the Integration of Students with SEN”, intended to assess teachers' perceptions of inclusion, and an optimism measuring instrument, composed of 48 items, used to assess the level of optimism of the respondents. The sample of the study was made up of 60 teaching staff, aged between 25 and 45, divided into two groups, depending on the environment of origin (rural/urban). The analysis of the collected data indicates a greater predisposition towards acceptance and positive attitudes towards inclusion on the part of teachers from the urban environment, compared to their counterparts from the rural environment. Also, the results emphasize the existence of a positive correlation between the level of teachers' optimism and their attitude towards the inclusion of students with SEN. In conclusion, the findings of this research emphasize the significance of increasing the professionalism of teachers in supporting inclusive education and reveal notable disparities between rural and urban teachers in terms of the integration of students with special educational needs.

INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Effective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

The Assessment of Critical Thinking Skills in Secondary School Students in Saudi Arabia

The assessment of critical thinking skills in secondary school students in Saudi Arabia involves evaluating their ability to analyze, synthesize, and evaluate information. Various methods are employed, including traditional exams, project-based assessments, and scenario-based tasks. Traditional exams may include questions that require students to apply logic and reasoning, while project-based assessments assess their ability to solve real-world problems. Scenario-based tasks present students with situations where they must make informed decisions, encouraging critical thinking. Additionally, group discussions and debates are utilized to gauge their capacity for reasoned argumentation. Educators often use rubrics to evaluate students' thought processes and the depth of their analyses. Challenges in this assessment process may include cultural influences on critical thinking styles, language barriers, and varying educational backgrounds. Therefore, it's crucial to design assessments that consider these factors and promote a holistic understanding of critical thinking skills. Continuous professional development for teachers and the integration of critical thinking across the curriculum are essential for fostering these skills. Overall, a multifaceted approach ensures a comprehensive evaluation of critical thinking skills in Saudi Arabian secondary school students, preparing them for the complexities of the modern world. The assessment of critical thinking skills in secondary school students in Saudi Arabia employs diverse methods, encompassing exams, projects, and discussions. These evaluations gauge students' abilities to analyze, synthesize, and evaluate information. Exam questions are crafted to test logical reasoning, while project-based assessments measure problem-solving in real-world scenarios. Group discussions and debates assess students' reasoned argumentation, promoting critical thinking. Rubrics provide a structured evaluation framework, ensuring consistency. Cultural influences, language barriers, and diverse educational backgrounds pose challenges. Adaptable assessments considering these factors are crucial. Continuous professional development for educators and integrating critical thinking across curricula enhance skill development. A holistic approach ensures comprehensive evaluations, preparing students for the complexities of the modern world.

Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies

Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.

The Impact of Teacher Characteristics on Student Performance

It is not surprising that research on teacher competencies and student performance has revealed that the teacher quality can be related to student performance (Wayne & Yong 2003).This article registers an argument that unless the education systems worldwide begin to commit to capacity building of teachers with a view to develop a ‘whole teacher’, the remarkable objectives of having sustainable development will remain an absolute nightmare. The paper argues that there is a strong affiliation amongst teacher characteristics and learners academic performance. As such, in order for any nation to be seen to be having a relevant and quality education, its education system should be seen to be investing heavily in teacher professional development. Utilizing the conceptual approach to research, this study investigated into the phenomenon of teacher characteristics along aside learners’ academic performance. As such, the purpose of this paper is to intrinsically investigate the impact of teacher characteristics and how these affect learners’ academic performance with a view to mainly come up with feasible strategies that could be used to improve the teaching practice. Vital Professional characteristics revealed by this study include skills such as subject knowledge, instructional delivery, classroom controlling, assessment and professional association for growth. The study ends by recommending to policy makers to commit to continuous professional development of teachers.